Making sense of formal and informal activity spaces

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By Ben Oakley

This purpose of this blog – which is one of the early readings for learners on our introductory module E114 – is twofold. It explores the main differences that exist between informal sport, exercise and physical activity spaces and those that are more formal and organised such as sports clubs and leisure centres. Some suggest that the use of formal spaces is in decline with informal spaces becoming more popular than in the past (Eime et al. 2020). In highlighting some of the distinctive features of informal activities the blog demonstrates why knowledge of these are useful for those working in the sector. Focusing attention on informal activity spaces is timely because the social and physical need for such spaces was highlighted by the experiences of living through the COVID-19 pandemic. Informal spaces are likely to be a growth area for physical activity participation in the coming years.

The blog also serves as a vehicle to show how two styles of writing can be deployed to discuss the same topic. A personal first-person reflective style is used in the first section, where the author draws on their own perspective and experiences and refers to themselves directly through the use of ‘I’ or ‘my’. The later section uses a more detached third-person objective style to discuss the topic more generally; this latter style creates narrative distance by positioning the author as an outside observer, often seeking to explain or analyse a topic drawing upon sources of information written by others rather than personal experiences.

The blog is structured with three sections. lt opens with some personal reflections of how activity spaces shaped the author’s sporting journey, followed by a section exploring the differences between formal and informal sport. The final section considers some of ways that informal sport spaces can become important to develop a sense of community among minoritised groups, before some concluding thoughts.

My childhood experiences of activity spaces

I grew up in a medium sized town on the coast with considerable time spent at play outside. The influence of school sport and activities gradually became more and more important to me and much of my childhood was spent being active in education spaces. The sporting rhythm of the year was dictated by the seasons with football and rugby in the winter and cricket and athletics in the summer whilst occasionally we were introduced to ‘new’ sports such as basketball or volleyball during physical education (PE) classes. The spaces where these took place ranged from the indoor sports hall, the playground (mainly football in lunchbreaks), a playing field (rugby and cricket), the nearby city athletics track and the corner of a car park outside my house (varied activities). My mother was also member of a local watersports club where I learnt to sail, aged 6-7, and later competed in summer holidays. I was quite good at all these activities and without knowing it at the time sport became an important part of who I was –  I became reasonably skilled and developed the confidence to embrace new activities.

Towards my later school years my diet of activities broadened further through my mum’s efforts and ability to pay for my new sports experiences. When school staff asked if we wanted to try new sports such as squash or tennis by travelling and/or paying for introductory sessions I leapt at the chance. With friends I travelled on public transport to either a club opening their doors or a local leisure facility. With racket in hand, I also took up casual self-organised summer badminton when we strung up a washing line in a friend’s back yard. I was also introduced to walking and camping in nearby countryside under the supervision of schoolteachers giving up their holiday time and mum paying for the trips. At that time I also learnt how to windsurf at a fledgling local commercial beach watersports centre; this activity later became the focus of my full-time coaching career.

Reflecting on the spaces I used, they were varied types across my childhood. Originally, they were dominated by school facilities, a friend’s garden and the car park next door to home. Gradually I started to use local leisure centre spaces and was introduced to sports clubs either as ‘member’ or as a ‘pay and play’ guest. My neighbourhood shaped my preferences since the watersports and hiking opportunities would not have existed if I had lived 20 miles inland or in a large city. I was privileged to have so many sports spaces nearby and a supportive mother.

Using the ‘formal’ and ‘informal’ activity distinction

In this section there is a change of writing style to the third person by positioning me the author as an outside objective observer. To help achieve this, ‘they’ or ‘it’, or similar, are sometimes used to indicate the more detached position of the writer.

One way to analyse the types of active spaces described in the above account of childhood experiences is to draw on the distinction between formal and informal active spaces. Formal spaces are places like a school sports hall, playing fields, sports clubs, local authority facilities or a commercial watersport centre; the space needs to be booked and sometimes paid for. A definition of informal spaces is one in which group based physical activities occur but without a club structure, significant fees, formal membership and without formal rules or referees. For this reason, the activity is often more spontaneous. It occurs in the public spaces often in urban environments ranging from green spaces to open access facilities on housing estates. These are often known as multi use games areas (MUGAs). It has been noted that informal ‘meetup’ physical activities ‘increasingly have a digital life in that they are sometimes arranged via mobile phone apps and on social media forums (Wise et al., 2018).

The formal and informal activity distinction is explored further using examples that help illustrate more precisely what is meant by informal spaces and why they have become more important in recent decades (Borgers et al. 2016). The first example comes from basketball. Until the 1990s there was a problem in basketball, like other indoor sports, of indoor facilities being a barrier to young people being able to play because it was expensive and you usually had to be part of a team to book a court (Basketball England, 2024). An outdoor basketball initiative was created to support informal street basketball by installing hoops into mostly public spaces. For about a decade from 1996 some 9,300 basketball hoops were fixed into the asphalt across England in spaces such as parks, recreation grounds, youth centres, schools, colleges, universities, housing complexes and community centres. The sportswear company Adidas were the main title sponsor with £1 million (Basketball England, 2024) and evidence of these and similar hoops are part of many neighbourhoods around the UK.

Researchers have observed informal sport as recognisable sporting forms (e.g. cricket, soccer and basketball)– termed by Borgers et al. (2016) as ‘sport-light’. ‘Participation is flexible with the opportunity for individuals to drop in and out’ (Jeanes et al., 2019, p.81). Informal sport activities are a familiar feature of urban life most visible of which are street football, cricket or basketball.  The numbers of those participating in informal sport have increased and now outnumber those playing in clubs (Neal et al. 2024). However, there has also been ‘an increase in … less familiar forms of informal leisure activities such as volleyball, climbing, parkour, frisbee, wild swimming and urban running and walking groups’ (2024 p.877). This trend reflects the diversification of informal sport and leisure groups with collaborative and sometimes competitive features.

Developing a sense of community through informal sport

A further recognisable feature that has been reported is how informal sport often supports social aspects of a community and bolsters minority communities’ identities. Neal et al. (2024) describes an asphalt space in a corner of a London park in a low-income district. They report that on most warm evenings the space becomes a meeting place in which members of the Central and South American migrant communities come to participate in and watch volleyball matches. The ‘court’ and net are DIY created by the players. The players are pretty skilled and boisterous with their audience sitting in groups, some with food and some who appear to be betting on matches. They conclude that the neglected park edge transforms into a hubbub of loud social and sporting activity.

Informal activities such as this facilitate a sense of community and belonging amongst participants (King and Church, 2015). It is also suggested that informal opportunities can provide a valuable opportunity to expand participation to traditionally marginalised groups, e.g. those of low socio-economic status and ethnic minority communities (King and Church, 2015). Such unstructured opportunities often appeal to individuals precisely because they are not rule bound (Wheaton and O’Loughlin, 2017). In relation to parkour, the same researchers suggest participants are ‘often hostile to rules and regulations, especially those that are externally driven.

Final thoughts

Back in the 1960s, 70s and 80s informal sport consisted mainly of ‘jumpers as goals’ football matches in parks. However, a combination of new sports and forms of physical activity (e.g. skateboarding, BMX, parkour), the health benefits of exercise being recognised and more traditional sports adapting to meet people’s changing lifestyles has seen informal sport increase. Arranging collaborative ‘meet ups’ to play have also been supporting by subsequent developments in mobile and digital communication so that today there are a range of ways in which physical activity can be engaged with beyond traditional facilities. All these factors are important considerations for organisations such as National Governing Bodies (NGBs) of sport who are continually seeking to develop opportunities to attract new participants and keep existing participants involved in their sports. Urban planners should also consider how multi-use (e.g. 5-a-side football, basketball, netball, cricket), open access and free spaces are provided when new housing developments are created.

Reference List

Basketball England (2024) The history of the iconic Outdoor Basketball Initiative. Available at:  https://www.basketballengland.co.uk/news/2024/the-history-of-the-iconic-outdoor-basketball-initiative/ Accessed 17th December 2024.

Borgers, J., Breedveld, K., Tiessen-Raaphorst, A., Thibaut, E., Vandermeerschen, H., Vos, S., & Scheerder, J. (2016). A study on the frequency of participation and time spent on sport in different organisational settings. European Sport Management Quarterly, 16(5), 635-654.

Eime, R., Harvey, J., & Charity, M. (2020). Sport participation settings: where and ‘how’ do Australians play sport?. BMC Public Health, 20, 1-9.

Jeanes, R. Spaaij, R., Penney, D. & O’Connor, J. (2019) ‘Managing informal sport participation: tensions and opportunities’, International Journal of Sport Policy and Politics, 11(1), pp. 79–95.

King, K., & Church, A. (2015). Questioning policy, youth participation and lifestyle sports. Leisure Studies, 34(3): 282–302.

Neal, S., Pang, B., Parry, K., & Rishbeth, C. (2024). Informal sport and leisure, urban space and social inequalities: Editors’ Introduction. Leisure Studies, 43(6): 875-886.

Wheaton, B., & O’Loughlin, A. (2017). Informal sport, instiutionalisation, and sport policy: Challenging thesportization of parkour in England. International Journal of Sport Policy and Politics, 9(1), 71–88.

Wise, A., Parry, K., Aquino, K., Neal, S., & Velayutham, S. (2018). Pushing casual sport to the margins threatens cities’social cohesion. The Conversation. Available at: https://theconversation.com/pushing-casual-sport-to-the-margins-threatens-cities-social-cohesion-92352 Accessed: 17th December 2024.

Join us at the ‘Embedding Children’s Rights in Sport and Physical Activity’ Conference

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On 16-17th October 2024 we will be hosting our 5th Sport and Fitness Conference ‘Embedding Children’s Rights in Sport and Physical Activity – Policy, Practice and Research’ at The Open University in Milton Keynes. The conference is an opportunity for anyone interested in children’s rights within sport and physical activity to come together and share their knowledge, research, insight and experience. The conference programme includes over 20 presentations covering all aspects of children’s rights, expert plenary panels, workshops and a keynote presentation from Professor Laura Lundy.

Join us for two days of stimulating and thought-provoking discussion and contribute to a community of people dedicated to making sport and physical activity a more positive experience for every child and young person. Tickets are available up to 6th October 2024 on the link below. The full programme and list of presenters can also be found on this link.

EMBEDDING CHILDREN’S RIGHTS IN SPORT AND PHYSICAL ACTIVITY Tickets, Wed, Oct 16, 2024 at 10:00 AM | Eventbrite

For updates on the conference follow us on X @OU_Sport

When posting about the conference on X please tag us (@OU_Sport) and use the hashtag #OUChildRights

 

Join our team: L/SL Sport and exercise science vacancies

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We currently have vacancies for 2 new permanent members of staff to join our team. The closing date for both vacancies is is 19th September 2024. If you have any queries about either post, please contact Dr Jess Pinchbeck.

 

 

(1) Senior Lecturer in Sport and Exercise Science

(2) Lecturer in Applied Sport and Exercise Science

For more information about the sport and fitness programme at The Open University and the academic team click here.

Exercise: The miracle treatment for mental health?

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By Caroline Heaney

Campaigns and initiatives such as World Mental Health Day have helped to raise awareness of mental health difficulties (e.g., Norwich City FC video below). Mental health difficulties can affect anyone – it is estimated that 1 in 4 people experience a mental health problem each year, which means that most of us will be affected by a mental health condition at some point in our lives, either directly or through someone close to us. It is vital that once someone has taken the difficult step to disclose mental health difficulties they can access the right treatment and support, however, the NHS is struggling to meet the demand for mental health services. It is estimated that only 1 in 3 people with common mental health difficulties are getting the treatment they need. There are various treatment options available including talking therapies and medication, but medication is reported to be the most commonly used treatment for mental health problems. In recent years there has been a significant rise in the number of people taking antidepressant medication, which comes with a huge financial cost to the NHS, and it has been suggested that non-pharmacological treatments should be prioritised for those with mild to moderate depression. If only there was a low-cost treatment with few side effects and many additional health benefits. Well there is – exercise!

Exercise has long been recognised as an effective intervention in both the prevention and treatment of mental health conditions. For example, in their meta-analysis of the literature exploring exercise in the treatment of depression Heissel et al. (2023) found exercise to be an effective treatment for those with depression. Similarly, exercise has also been found to be an effective tool in the prevention of depression (Hu et al., 2020). The simple logic behind the link between exercise and mental health is that exercise can make us feel better. This means that exercise can benefit your mental health whether or not you have a diagnosed mental health problem. As well as combating diagnosed mental health conditions such as depression, exercise can enhance mood and reduce stress levels, thus allowing us to tackle daily challenges in a more positive, optimistic and constructive way. Up and down the country there are many people who are advocates for the beneficial role of exercise in preventing and treating mental health conditions. A few years ago I was lucky enough to meet a group of inspiring people who were referred to a scheme which involved prescribing exercise as part of a programme to tackle mental health conditions such as depression and anxiety. A clear message from these participants was that exercise was a powerful tool in helping them to combat mental health challenges. They described exercise as a far more positive treatment than medication.

Image by Moondance from Pixabay

Potentially, exercise can be used to treat mental health problems in place of or in addition to medication and other therapies, but in order for patients to benefit, medical professionals need to be confident in its role as a treatment and have access to suitable programmes to which they can refer their patients. In the past exercise referral for mental health reasons has been relatively uncommon, but in recent years there has been a drive to increase such ‘social prescribing’. For example, in 2022 a £12.7million scheme was launched in 11 local authorities for GPs to prescribe physical activity for those experiencing a range of physical and mental health conditions.

There lots of evidence to show that exercise can have a positive impact on mental health, but why is this the case? What is it about engaging in physical activity that leads to enhanced mental health? There is no one theory or hypothesis that has been universally accepted to explain the link between exercise and mental health. Instead, several different hypotheses have been proposed. These can be split into two categories: physical or psychological explanations (see Table 1). It may be that a combination of factors is causes improvements in mental health, rather than one factor alone. Additionally, because people differ greatly, explanations for improvements in mental health may vary according to the individual concerned.

Table 1: Examples of physical and psychological explanations for the relationship between exercise and improved mental health (adapted from Weinberg and Gould, 2015)

Physiological Explanations Psychological Explanations
  • Increases in cerebral blood flow
  • Changes in brain neurotransmitters (e.g., norepinephrine, endorphins, serotonin)
  • Increases in maximal oxygen consumption and delivery of oxygen to cerebral tissues
  • Reductions in muscle tension
  • Structural changes in the brain
  • Enhanced feeling of control
  • Feeling of competency and self-efficacy
  • Positive social interactions
  • Improved self-concept and self-esteem
  • Opportunities for fun and enjoyment

 

Conclusion

It would appear that exercise can be a highly effective tool in the prevention and treatment of mental health conditions. Exercise is a comparatively low cost treatment that can be used on its own or as an adjunct therapy and has virtually no side effects. In addition, it can tackle many other health conditions such as hypertension and heart disease. Surely prescribing exercise to treat mental health is a no brainer!

To find out more on this topic try our free OpenLearn course Exercise and Mental Health.

 

Olympic comedown’ is a common ailment after the games – here’s what it is and how athletes cope

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By Helen Owton

Imagine hearing a crowd of roaring fans every time you make an appearance. Thousands of camera flashes follow your every move. Each moment of your life taken up with preparation for your big moment: training, performing, media interviews and photo shoots. Then imagine going back to your daily life again – acclimatising to the everyday mundanity of bills, returning to your day job and resuming household chores.

What happens when the crowds stop screaming and you have to deal with the shift back to ordinary life?

When the Olympic Games finishes on August 11, those of us who’ve been watching the excitement – and possibly experienced vicarious satisfaction – may also experience a sense of emptiness. But it’s nothing compared to the void Olympic many athletes will experience in the aftermath of the games.

For athletes returning home from the Olympic Games, their journey is usually accompanied by a radical change in environment and considerable physical and mental shifts. A different climate, sights and smells and the lack of excited echoes in anticipation-filled arenas. Suddenly the hype surrounding an athlete’s performance diminishes and their intense training schedule reverts to normal as their bodies recover.

For athletes, the build-up to the Olympic Games is a four-year cycle, demanding huge personal and professional sacrifices and bringing with it an enormous amount of pressure.

The event itself is an experience of sensory overload – the huge crowds and deafening noise. Add to that the pressure of performing on the global stage and – for a fortnight at least – the celebrity status that comes with being an Olympic athlete.

Some athletes thrive in such an environment, particularly on home turf. But for others, it can be a nightmare experience.

Even veteran Olympic athletes, such as US gymnast and 11 times Olympic medallist Simone Biles and former US swimmer Michael Phelps – the most successful and most decorated swimmer of all time – have opened up about their post-Olympic blues.

Looking back, Phelps said in May 2024: “2004 was my first taste of post-Olympic depression, you know, coming off such a high.” Nile Wilson, British artistic gymnast and Olympic bronze medallist has spoken publicly about his experience of Olympic comedown.

“Comedown” is a term usually associated with withdrawal from stimulant drugs. But the feelings experienced by athletes are not so different. The high athletes get from their sport has been linked to the release of the hormone adrenaline. The Olympic comedown is a response to the “high” that is experienced from the release of adrenaline during the games.

Adrenaline addiction is often connected to extreme sportparticipants but studies have shown that addictive disorders – including alcohol, drugs and gambling – can affect athletes across a range of sports.

Success can become like a drug to elite athletes. And, unfortunately, for some the “high” from winning and attention may be replaced with other addictions once the competition is over. Athletes report feeling like “rock stars” – one professional wrestler commented that “there’s no better drug” than their sport.

Prolonged media attention can delay a bout of post-Olympic blues but for many athletes retiring from elite sport altogether, this transition from feeling like a celebrity to becoming a regular person again can present a significant risk to their psychological health and wellbeing. Replacing the sporting experience with something constructive can be a challenge.

Coping with post-event blues

Many athletes have a strong but narrow sense of identity – what they do is a huge part of who they are. Once athletes return from the Olympic games, they may experience an existential crisis, asking themselves “what now?”, or “what does all this mean?”

But this doesn’t have to be a negative experience. Studies have demonstrated that when athletes stop their sport it can be an opportunity for reflection, clarification of values, and a search for alternative ways of living.

Preparing the mind and body to wind down for one’s health is just as important as psyching up to perform. A 2022 studyreported that this sort of preparation and athlete support is still lacking.

Days before 800m runner Keely Hodgkinson won a gold medal in Paris 2024, she opened up about experiencing depression after coming second and “only” winning a silver four years earlier at the Tokyo Games, saying: “I didn’t realise Olympic comedown was actually a big thing.”

Post-event slumps don’t just affect Olympians, though. We can all experience depression after a long build-up to an important life event. While the following coping strategies were suggested by elite sportspeople to help other athletes ward off post-competition depression, they could be helpful for anyone trying to navigate our way through the blues after a big event.

The first step is to accept that you know the goal is finished, then take time off to enjoy and celebrate what you have achieved. Reflect on what went well, what didn’t go so well and what you enjoyed. Most importantly, make a list of the pleasurable things you missed out on while preparing for the event – so maybe going to the movies, having more free time to devote to hobbies, friends and family, or going to the beach. Then, during your time off after the event, make an effort to go and do those things.

Filling your life with meaningful activities after a big event can help all of us to deal with comedown – whether we’re Olympic rockstars or more ordinary folk.

This article is republished from The Conversation under a Creative Commons license. Read the original article.

Reflecting on the complex legacy of Linford Christie

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By Caroline Heaney, Ben Oakley, Ola Fadoju and Jim Lusted

© BBC Photo – Photographer Jim Sharp

In July 2024 an impactful OU/BBC documentary ‘Linford‘ exploring Linford Christie’s (1992 Olympic 100m Champion) legacy aired on BBC1 just before the Paris Olympics. As well as charting the highs of his career, the documentary also addressed some of the lows such as racism and doping which were acknowledged in the media as being particularly powerful aspects of the programme. For example, The Guardian described the ‘racist fetishisation’ experienced by Linford as ‘heartbreaking’, whilst Athletics Weekly acknowledged the ‘painful’ sight of two of Linford’s children in tears after watching archive footage of their father facing the trivialisation of racism. In this article four #TeamOUsport staff members reflect on the documentary and the impact it had on them.

Ben’s reflections

Image: Josep Maria Trias, CC BY-SA 4.0, via Wikimedia Commons

At the 1992 Olympics, for Linford’s 100m victory, I was in the Olympic village as part of the Team GB coaching team (windsurfing). That night many Brits crammed around the TV to watch him, aged 32, win the gold. It was one of those shared moments. We leaped around the room in celebration, proud that ‘one of us’ had won the blue-riband event. We all walked a bit taller. In a way it galvanised the GB team.

Watching how his personal story unfolded in ‘Linford’ I now understand that by defending his corner he was often perceived as tricky character by the media. For me, the greatest personal slight and racist trope having scaled the peak of Olympic sprinting history was for the very next day his achievement to be demeaned by the Sun newspaper. Their front page focused on his genitals rather than his supreme global victory. In the Olympic village we didn’t see the papers but now I better understand how racist stereotypes were at play. Would the same have happened to say, Andy Murray after his Wimbledon success or other world beating white athletes? For me, this type of framing of success can’t be dismissed as ‘banter’, it is abusive.

Ola’s reflections

Linford Christie was iconic – he was ‘the man’ who took the fight to the USA sprinters. The way he stood on the starting line, completely focused and dominating everybody in that 1991-93 period  made him the greatest in that era.  While watching the documentary it was great to see him being honoured but you can also see how much he was maligned by the British media.

I remember fuming in my Haringey bedsit  at the subtle racism and gaslighting at play as Linford was having to justify why he was wearing Lycra shorts on the Saint and Greavsie programme, so much so that I wrote a letter of complaint. The British mainstream media never gave Linford the platitudes or spoke about his supreme mental strength and great sprinting ability which contrasted to the positive coverage for white male athletes. The press just wanted to talk about his genitalia as if that was what all Linford was.

Image from Pixabay

He won a case against the Met police in the 1990s and interestingly things haven’t changed as two of the athletes that Linford coaches, Bianca Williams and Ricardo Dos Santos, also successfully took the Met police to court because they were unlawfully arrested and found to be racially profiled by officers in 2020. At the time Linford brought this to our attention on social media and was castigated by many people that he was a ‘race baiter’, rather than being praised for supporting his athletes.  How can it be that even now the Police are still racially profiling Black people in the UK?

Linford was the greatest sprinter this country has ever produced. His legacy should be celebrated.

Jim’s reflections

I had just turned 16 when Linford Christie won 100m gold in 1992 but I remember it like yesterday. I got the chills watching the race again via the documentary, aided by David Coleman’s famous commentary. He was one of my childhood sporting heroes – he came from London (like me), he was a sprinter (I liked to run fast too), he took on the brash, dominant North American athletes with all their privileges and beat them all (an easy narrative to get behind as an impressionable teenager).

Image by Steve Bidmead from Pixabay

Looking back now, I think I followed Linford’s career because of these simple personal connections. The racial politics associated with his career only really became apparent to me later as I began to take more of an interest in issues of ‘race’ and racism in sport during my studies and then through my academic career. For me, one of the most fascinating moments in the documentary was when Christie talked about wrapping himself in the union flag after his victory. He notes the controversy this caused, recalling a UK official telling him at the time that ‘this wasn’t something (Black) athletes should be doing’. But this simple gesture took on huge significance as it became an iconic moment well beyond sport; Christie’s flag wearing was an overt display of Black Britishness, one which helped to re-define national identity in late 20th Century Britain. In that respect, it is what Linford did straight after, rather than during, that race in Barcelona all those years ago that is arguably his greatest legacy.

Caroline’s reflections

Image by Claudio Bianchi from Pixabay

As someone who has been involved in athletics since the early 1990s and trained in a similar area of West London to Linford, I felt honoured to be an academic consultant on this documentary with Ben. As an athlete in that period Linford was a legend and it was always exciting when he trained at my track or was at the same competitions as me. To me and others in athletics he always came across as a nice guy, who took the time to speak to people and seemed very humble. It surprised me when others and elements of the media seemed to have a different opinion of him. That differing perspective continues to this day through his perceived legacy since retiring from competition. To those outside of athletics, Linford is perceived to be invisible and to have disappeared under a cloud of disgrace after his drugs ban. Those inside of athletics know that Linford is in fact still very visible, and his legacy has lived on through his role as a coach. Learning from the close partnership he had with his own coach Ron Roddan, Linford has gone on to successfully coach several athletes including Olympic medallists Darren Campbell and Katherine Merry and 2024 Olympian Bianca Williams. His coaching career, however, continues to be touched by issues of drugs and racism. His drugs ban means that he is not allowed accreditation as a coach at any Olympics and so his ability to support his athletes in hindered. Sports coaching as a profession continues to lack diversity with black people typically underrepresented and so Linford’s position as a successful black coach means that he continues to be an important role model and continues to challenge racial stereotypes – an important legacy.

 

The ‘Linford’ documentary has been instrumental in raising awareness of some of the darker sides of sport that not only affected Linford Christie’s competitive career in the 1980s and 90s, but sadly continue to affect athletes today. Let’s hope that this awareness can be a catalyst for change.

The ‘Linford’ documentary is an Open University (OU)/BBC co-production. You can watch it on BBC iPlayer.

Associated resources exploring why athletic performances continue to improve can also be found on the Open University Connect website.

Student Story: Charlie De Gale

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‘I’m excited for the next chapter’ says cancer survivor and proud graduate Charlie.

Having played competitive sports for many years Charlie, 58, faced the biggest battle of his life to overcome a critical illness during his Open University (OU) Sport, Fitness and Coaching degree. Charlie describes how digging deep and making the most of the OU’s support, gave him the strength to cross the finish line He’s now looking forward to an exciting career as a sports teacher. From a young age, sport was a lifeline for Charlie and something he was always good at.

“School was a challenging time for me. I found the academic side difficult, but I was lucky enough to have a fantastic sports teacher who noticed my potential,” Charlie remembers. “He encouraged me to join all the school sports teams and helped me write about my experiences, which really helped me with other subjects.”

Taking coaching to the next level

While working as a physical training instructor for the Metropolitan Police Service, Charlie was approaching a milestone birthday and wanted to do something special to mark it.

“I’d been coaching football in the community for years, it’s a real passion of mine,” Charlie says. “So I decided to take a couple of months off work and coach football in America.

After receiving amazing feedback on his coaching ability and style, Charlie found the confidence to  embark on the OU’s Sport, Fitness and Coaching degree.

“I was a bit daunted at first, but I was ready to give it my all. I was also setting up my own community soccer school at the time, so everything was falling into place.”

Devastating news

Since returning from America, Charlie had been struggling with hip pain. After consulting his doctor he was told he needed a hip replacement, which led to a devastating discovery.“ I went for my pre-op checks and then several tests and scans later, the doctors discovered tumours on my lungs,” Charlie explains. “To cut a long story short, I had a rare form of cancer, which needed extremely aggressive treatment. It was a horrible time.”

Unsure of his survival chances, Charlie was rushed for treatment but he recovered well and eventually got the new hip he badly needed.

“As you can imagine with all that treatment, multiple operations and then a hip replacement, I had a lot of recovery time on my hands,” Charlie recalls. “[I had paused my degree and ] thought I’d make the most of it and picked up my studies again.”

A new perspective

Surviving the scariest experience of his life made Charlie even more determined to succeed.

“Coming out of something like that gives you a whole new perspective,” Charlie reflects. “I felt I could do anything I set my mind to – including this degree.”

As he progressed through his degree, Charlie surprised himself by carving out time for study after a hard day at work.

“I liked the adrenaline of reaching a submission deadline, I even miss that now. It was like training for a marathon and getting to race day,” says Charlie.

Digging deep

It wasn’t always plain sailing for Charlie. After failing two tutor marked assignments, his self-confidence took a blow and he started to doubt whether he would ever graduate.

“I didn’t just miss out on a few marks, I failed badly,” Charlie admits. “I was finding the level of the work tough in that last year, and I was on the verge of giving up. But I’d come so far, I just had to pick myself back up.”

That’s when Charlie embraced the different avenues of support on offer at the OU.

“I’d recommend the Student Support Service to anyone who’s struggling. The support they gave me was absolutely brilliant,” says Charlie. “I also contacted my tutor, who was really patient and explained where I’d gone wrong.”

Using visualisation techniques he’d honed through sport; Charlie dug deep and took his tutor’s advice on board.

“I imagined myself crossing the stage at my graduation ceremony whenever I was doubting myself, then I absolutely smashed my final assignment,” Charlie recounts. “I was gobsmacked at the mark I got, and I couldn’t have done it without the support I had from the OU.”

Learning about himself

Not only did Charlie exceed his academic expectations after completing his degree, but he also surprised himself in other ways.

“My OU experience was amazing. I learned a lot about myself. I found another gear I never knew was there. I had this strong drive to do better. And for someone who was always late, I got really good at time management!”

Determined to make the most of his achievements and the skills he developed along the way, Charlie has exciting plans for the future.

“I’m 58 now, so I want to make the most of this degree,” Charlie begins. “I’m planning to enrol for teacher training, so I can teach sports in secondary school. What better way to end my career? I know I can make a difference to young people and give back what my sports teacher gave me.”

Charlie, who celebrated at his degree ceremony in Brighton reflects on what it means to achieve his degree.

“Getting this degree is the best thing I’ve ever done. I can’t wait for the next stage of my journey, and it’s all thanks to the OU.”

 

Student Story: Peter Dunning

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Former Royal Marine Peter Dunning was playing wheelchair rugby at the Invictus Games 2018 when a fellow UK Team member told him about The Open University’s Disabled Veterans’ Scholarships Fund (DVSF). Before he knew it, he’d successfully applied and was embarking on a BSc in Sport, Fitness and Coaching degree – something which has always been his passion. After graduation, he dreams of working in sport and coaching fellow veterans.From the Invictus Games to an OU Sport, Fitness and Coaching degree

Former Royal Marine Peter Dunning was playing wheelchair rugby at the Invictus Games 2018 when a fellow UK Team member told him about The Open University’s Disabled Veterans’ Scholarships Fund (DVSF).

Before he knew it, he’d successfully applied and was embarking on a BSc in Sport, Fitness and Coaching degree — something which has always been his passion.

Now in his third year, Peter — who lost both his legs and sustained multiple other injuries on duty in Afghanistan — is on track to complete his degree in 2023. After graduation, he dreams of working in sport, coaching fellow veterans and future Invictus Games participants.

After doing his GCSEs at school, Peter studied Sports Science and Clinical Psychology at a brick university. While he enjoyed playing Rugby Union for the university team, he didn’t enjoy the clinical psychology element and dropped out.

Looking to challenge himself more both physically and mentally, Peter joined the Royal Marines and served for five years before an accident in 2008 changed his life forever. A vehicle he was in went over an improvised explosive device (IED) leaving him badly injured and unable to continue his military career or play the sport he adored.

Years later, Peter began playing wheelchair rugby and was one of eight players selected to represent the UK Team in the Invictus Games in Sydney in 2018.

“Daniel Bingley, a friend of mine who was also competing in the Invictus Games, told me about the OU’s Disabled Veterans’ Scholarships Fund,” he said.

“I knew I needed to do something else, so I looked into it further and thought ‘Why not?’.

“I wanted to choose a course that I would enjoy and that would help my future, so I went for Sport, Fitness and Coaching, and I’m thoroughly enjoying it! The sport arena is what I’d like to do career-wise, and sports is where my big interest has been ever since I was a wee dot.”

Peter got off to a great start with his studies and was nominated for an Inspirational Student Award by his tutor.

“It was a shock to be nominated for the Student Award, and it was even better to win it!” he said.

“Studying with the OU has changed me because it has made me appreciate education. I’ve been out of work and education for a while, and this has got me back into it. It’s good to get the grey matter ticking over again!

“I didn’t know if I would be able to achieve this, but I am. I couldn’t do it without the ongoing help and support of my partner either,” he added.

But studying has not been without its challenges and sacrifices. “It hasn’t always been easy, even though I enjoy it,” he said. “I suspect I have dyslexia — I’ve never had it diagnosed, but sometimes it can take me a long time to get my reading done and I’ll have to read the same line over and over again. Because it’s a topic I’m so interested in, I just keep going, but it can be challenging.

“I’m also buying a house with my partner. Moving house is stressful, so I decided to do my third year part-time instead of full-time so I don’t take on too much at once. Similarly, I was due to play in the Invictus Games in April 2023 but I’ve pulled out because I’ll be working on my end of module assignments around then.”

Peter has shared custody of his two children, so he’s had to find ways to fit in his studies around his family life.

“Having my studies really helped me in lockdown too, especially during the weeks I didn’t have my kids,” he said. “It gave me something to focus on, so it’s been a lifeline. I just made sure I was always a week or two ahead, so I was free when I had my kids to help them with their homeschooling.”

He also appreciates the way OU study is broken down into manageable blocks and said: “I love a to-do list, so I like the way OU work is set out week by week. I like ticking it off at the end of each week!

“You have to be self-motivated, but I haven’t found that hard because I genuinely enjoy the subject I’ve chosen, so I’m inspired by that. I also spoke to a local sports scientist to learn about the job, and thinking about that keeps me motivated as my goal is to work in a related field.”

The DVSF is made possible thanks to the generosity of OU alumni and donors. Each year, the Fund enables veterans like Peter to access life-changing education, so they can rewrite their futures outside of the military.

“To all the donors and everyone who helps with the DVSF scheme I have simply two words to say — thank you! I will always be happy to shout about the DVSF as it’s been of great benefit to me,” said Peter. “Having the opportunity to do the scholarship has been fantastic — I don’t think I’d have considered studying without a scholarship as I couldn’t have funded it.

“My studies have already helped my wheelchair rugby teammates and I when it comes to recovery and nutrition. The teaching materials and tutors have been great — particularly when it comes to assignment feedback and their helpful advice which helps me to perform better next time.

“I am hoping my qualification will really be of immense benefit when it comes to job searching and will make it easier to get into the area that I want to work in. Plus, lots of jobs require you to have a degree, so now I’ll be able to apply for those too. I want to get into a career in exercise physiology, biometrics or coaching — I’d love to coach for the Invictus Games!

“To anyone thinking of studying with the OU I’d say, ‘Good for you!’. My advice would be to: make sure you pick a topic you’re interested in; find a time in the day when you know you’re at their most productive to study; and give yourself plenty of time for assignments. Good luck!”

Student Story: John Owens

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Veteran John Owens was at the top of his military career when a stroke left him hospitalised and facing an uncertain future. With support of The Open University’s Disabled Veterans’ Scholarships Fund, he’s now working towards a new career as a personal trainer. chapter in his ongoing recovery.

After facing his own challenges, John, from Kilmarnock is determined to show other disabled veterans that there is light at the end of the tunnel.

“I was operating weapons in a war zone when I was still a teenager,” says John, who signed up for the Army after leaving school at 16. His passion for fitness led him to begin as a personal trainer but was soon seconded into Weapons Support.

“When the First Gulf War started, I was possibly the youngest soldier there aged just 17. I couldn’t help thinking, here I am in a war zone, but when I go home, I won’t be considered old enough to buy a beer in a pub!”

John’s military career took him around the world, where he travelled to conflict zones like Iraq and Afghanistan to provide weapons support to the frontline troops. After his tours, he was promoted and began to teach the next generation of recruits at the Army’s Specialist Weapons School. All while continuing his passion for running whenever he could.

It was then, while at the top of his 24-year service, that John suffered his first stroke.

Adapting to civilian life

“After my MRI scan, the doctors found evidence that I had suffered an earlier stroke whilst serving in conflict zones in the 1990s. I then suffered another stroke in May 2011, which was more serious.

“In my typical fashion, I thought I could just run it off and went for a five-mile run! Very soon afterwards, I collapsed while walking to work. Later tests showed I had been born with a hole in my heart which I had no idea about!

“I was at the pinnacle of my career and now my whole world was collapsing around me.”

After spending his whole life constantly on the move, John was now wheelchair-bound and faced a tough recovery, including speech and language therapy.

“I had to be medically discharged from the Army which was a massive blow. I wasn’t sure what my future might hold and didn’t know what I was going to do. My Resettlement Officer mentioned The Open University, but I thought [the OU would never happen as I have no qualifications and a brain injury.] I was also concerned as to whether I would be fit enough to study.

“But with nothing to lose, I applied for the Disabled Veterans’ Scholarships Fund (DVSF).”

Starting a new journey with the OU

John is just one of hundreds of former servicemen and women studying through a scholarship. The DVSF was specially created to fully support disabled veterans injured in or due to service as they transition to civilian life. It enables veterans to access free education and wraparound support so they can rewrite their futures and unlock new careers.

“I was absolutely overwhelmed when I heard I had been accepted to study for a BSc in Sport, Fitness and Coaching, and was totally over the moon as it gave me a new focus. I was determined to build on my previous experience and become a qualified personal trainer.

“I began studying with the OU in 2020 and they’ve been brilliant. I had been worried about resources for disabled students, but the OU provided me with a laptop computer and a Livescribe pen with tuition on how to use it all.”

Giving back to society

Through sheer determination, John went from being in a wheelchair to completing a 10,000-metre run within a year following his debilitating stroke.

“I thought to myself, what if I can give this [drive] to someone else?

“My aim is to work with other disabled veterans and individuals to show them the benefits of training. And I’m already doing this by coaching young kids to teach them about discipline, commitment and focus.

“It’s my way of giving something back to society. And that’s really my main message to donors [of the Scholarships Fund], as well as saying a huge thank you for helping to give me a new future. I believe teachers and coaches are pivotal to our children’s futures. So the more disabled veterans like me who can be helped to do similar things, the more it benefits our society as a whole.”